The document provides a comparative study of education systems in the Philippines and England. It discusses constitutional provisions, compulsory education laws, financing, and administration in both countries. In the Philippines, education is a right protected by the constitution. Elementary education is free and compulsory, while high school is free. Financing comes from government student loans. England also protects education rights and makes primary and secondary education compulsory through age 16, and to age 18 for some. Local authorities receive dedicated school grants from the national Department for Education to distribute to schools.
Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.
Manual regulations for private schools gayeedradan
This document outlines regulations for private schools in the Philippines regarding basic education programs, curriculum, administration, qualifications of staff, and other operational requirements. It covers major programs like elementary, secondary, and alternative learning. It establishes guidelines for class sizes, subject areas, and administration structures. It also outlines qualifications, responsibilities, and benefits for school heads, principals, teachers and other staff. Key requirements include educational attainment, licensing exams, employment contracts, and retirement benefits.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
- The document outlines the structure of the education system in the Philippines, which includes primary education for ages 6-10, intermediate education for ages 10-12, and secondary education for ages 12-16.
- It provides statistics on enrollment rates and discusses resources for education such as pupil-teacher ratios and public expenditure on education.
- It describes a class activity where different stakeholder groups identify investment needs and policymakers choose 5 projects to fund, with groups then voting on the policymakers' decisions.
The document discusses educational innovations in the Philippines. It first defines innovation as the introduction of new ideas, goods, services, and practices intended to improve current practices. Some key educational innovations discussed include the introduction of Alternative Learning Systems and TESDA programs to provide more flexible options for earning diplomas, the Philippine Educational Placement Test for assessing student readiness, emphasis on special education and community outreach programs, the shift to school-based management, Education for All Philippines Plan for universal education, the Drop Out Reduction Program, and the K to 12 basic education program which aims to equip students with 21st century skills.
The document outlines the organizational structure of the Philippine Department of Education from the central office down to the school level. It describes the key offices and their responsibilities at each level, including the central office under the Secretary of Education, the regional offices under Regional Directors, and schools divisions under Division Superintendents. Schools divisions may be further divided into school districts overseen by District Supervisors. The structures are designed to decentralize operations while maintaining accountability and relevance according to national education policies and learner needs.
This document summarizes key provisions of Batas Pambansa Bilang 232, a Philippine law establishing an integrated education system. It outlines the law's declaration of basic policy and objectives to promote a complete education system and cultural communities' right to develop. It describes rights of parents, students, teachers and schools. It discusses duties of parents, students and teachers as well as school administrators' obligations. It also covers the education system's formal levels, specialized services, school establishment and organization, and financing assistance.
This document outlines linkages and networking opportunities for schools with various local, national, and international organizations. It discusses establishing partnerships with higher education institutions, government agencies, foundations, professional organizations, and media outlets. These collaborations can provide resources and expertise to help schools deliver quality education and complete projects. Networking involves developing stronger relationships than loose linkages and aims to increase effectiveness and outreach through shared objectives and beneficiaries. Opportunities discussed include international programs, joint research, professional development conferences, scholarship programs, and sharing educational materials.
Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.
Manual regulations for private schools gayeedradan
This document outlines regulations for private schools in the Philippines regarding basic education programs, curriculum, administration, qualifications of staff, and other operational requirements. It covers major programs like elementary, secondary, and alternative learning. It establishes guidelines for class sizes, subject areas, and administration structures. It also outlines qualifications, responsibilities, and benefits for school heads, principals, teachers and other staff. Key requirements include educational attainment, licensing exams, employment contracts, and retirement benefits.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
- The document outlines the structure of the education system in the Philippines, which includes primary education for ages 6-10, intermediate education for ages 10-12, and secondary education for ages 12-16.
- It provides statistics on enrollment rates and discusses resources for education such as pupil-teacher ratios and public expenditure on education.
- It describes a class activity where different stakeholder groups identify investment needs and policymakers choose 5 projects to fund, with groups then voting on the policymakers' decisions.
The document discusses educational innovations in the Philippines. It first defines innovation as the introduction of new ideas, goods, services, and practices intended to improve current practices. Some key educational innovations discussed include the introduction of Alternative Learning Systems and TESDA programs to provide more flexible options for earning diplomas, the Philippine Educational Placement Test for assessing student readiness, emphasis on special education and community outreach programs, the shift to school-based management, Education for All Philippines Plan for universal education, the Drop Out Reduction Program, and the K to 12 basic education program which aims to equip students with 21st century skills.
The document outlines the organizational structure of the Philippine Department of Education from the central office down to the school level. It describes the key offices and their responsibilities at each level, including the central office under the Secretary of Education, the regional offices under Regional Directors, and schools divisions under Division Superintendents. Schools divisions may be further divided into school districts overseen by District Supervisors. The structures are designed to decentralize operations while maintaining accountability and relevance according to national education policies and learner needs.
This document summarizes key provisions of Batas Pambansa Bilang 232, a Philippine law establishing an integrated education system. It outlines the law's declaration of basic policy and objectives to promote a complete education system and cultural communities' right to develop. It describes rights of parents, students, teachers and schools. It discusses duties of parents, students and teachers as well as school administrators' obligations. It also covers the education system's formal levels, specialized services, school establishment and organization, and financing assistance.
This document outlines linkages and networking opportunities for schools with various local, national, and international organizations. It discusses establishing partnerships with higher education institutions, government agencies, foundations, professional organizations, and media outlets. These collaborations can provide resources and expertise to help schools deliver quality education and complete projects. Networking involves developing stronger relationships than loose linkages and aims to increase effectiveness and outreach through shared objectives and beneficiaries. Opportunities discussed include international programs, joint research, professional development conferences, scholarship programs, and sharing educational materials.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
This document outlines the Enhanced Basic Education Act of 2013, which aims to develop productive citizens equipped with essential competencies through a reformed basic education system. Key points include:
- The basic education system will be restructured to include kindergarten, 6 years of elementary, 4 years of junior high and 2 years of senior high school.
- The DepED will formulate a new curriculum in coordination with stakeholders to ensure it is globally competitive, learner-centered, and responsive to diversity.
- Teachers will receive improved training, and non-education graduates will be allowed to teach subjects with shortages.
- Career guidance will be strengthened to help students choose career paths.
- Strateg
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
The document is the 1987 Constitution of the Philippines. It discusses provisions around education, science and technology, arts, culture, and sports. Some key points include:
- Establishing a free public education system and making elementary education compulsory
- Promoting quality education for all citizens and ensuring accessibility
- Developing science and technology to support national development
- Fostering preservation and evolution of Filipino national culture
- Recognizing the rights of indigenous communities to preserve their cultures
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
The 1991 Education Commission report found that the quality of Philippine education was declining due to insufficient funding and poor management. It revealed high dropout rates, especially in rural areas, as well as inadequate special education programs. The report recommended increasing efficiency and productivity of education spending and management. It proposed curriculum changes like increasing the number of school days and class time to address these issues.
R.A. 10533 Enhanced Basic Education Act of 2013MrsERivera
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
The Department of Education is the executive department of the Philippine government responsible for managing the country's basic education system. It oversees the primary and secondary school system and formulates educational policy. During the Spanish colonial period, education was primarily for the elite but was later liberalized and secularized through the 1863 Educational Decree. The Department of Education now aims to provide quality, equitable, and accessible basic education and lifelong learning.
The document discusses school administration and supervision. School administration involves planning, directing, organizing, and controlling resources in educational settings. It includes administering school personnel, finances, facilities, curriculum, guidance and discipline. School supervision refers to improving teaching and learning conditions by working with teachers and students. It requires leadership, interpersonal, and evaluation skills. The scope of supervision includes surveying the school system, improving instruction, training teachers, and researching teaching methods and conditions.
Kindergarten education act By Ryan Bermundoryan bermundo
The Kindergarten Education Act establishes mandatory and compulsory kindergarten education in the Philippines. It aims to provide equal opportunities for all 5-year old children to develop physically, socially, intellectually and emotionally to prepare them for elementary school. The mother tongue of the learner is the primary language of instruction, with exceptions made when resources are not available. The Department of Education is tasked with developing the curriculum and teacher training programs, and oversees the implementation of kindergarten education across public and private institutions.
The document discusses the evolution of Philippine education from pre-Spanish times through Japanese occupation and independence. It outlines the philosophies that guided education during different eras, including a focus on religion during Spanish colonization, orienting citizens towards democracy under American rule, and indoctrinating people under Japanese occupation. After independence, the constitution established principles of universal, free public education and educational autonomy. Recent efforts work towards Education for All goals through programs improving access, retention, and literacy.
The 1987 constitution of the republic of the philippines – article xivJerine Aina Lugami
The document summarizes Article XIV of the 1987 Constitution of the Philippines regarding education, science and technology, arts, culture, and sports. It outlines the state's responsibilities to: (1) establish and maintain a complete education system and make education accessible to all citizens; (2) provide free public education and support programs for students; (3) foster patriotism through education; and (4) prioritize education funding and protect teachers' rights. It also addresses language, science, arts, and requiring physical education and sports to develop citizens.
The education system in Singapore has developed over time based on the British system and emphasizes testing and excellence in subjects like science and math. It comprises primary school (6 years), secondary school (4-5 years), and post-secondary options like the polytechnic (3 years), junior college (2 years), or institute of technical education (2 years). The goals of the Singapore education system are to develop thinking skills, creativity, lifelong learning, excellence, social conscience, and leadership. It aims to provide students with well-rounded development in areas like character, skills, knowledge application, and an appreciation for Singapore.
The document outlines the governance structure and principles of the Philippine Department of Education (DepEd) based on Republic Act No. 9155. It establishes DepEd as the sole government agency responsible for governing basic education. DepEd is organized into a central office that oversees national administration and field offices that handle regional and local coordination. The act also transfers cultural agencies to DepEd and abolishes the Bureau of Physical Education and School Sports, transferring its functions to another commission.
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
1) Public education in the Philippines is largely based on the American schooling system from before comprehensive high schools were established in the US in the mid-20th century. The Philippine high school system has changed little since the country gained independence from the US in 1946.
2) The Philippine Constitution establishes education as a right for all citizens and mandates the state to establish, maintain, and support a complete education system from elementary through high school levels. Elementary education is compulsory.
3) The Constitution also requires the state to prioritize education spending and ensure teaching is an attractive profession through adequate pay and benefits to recruit and retain top talents.
The document discusses the philosophy of education in the Philippines from the pre-Spanish period to present. It covers the major eras and highlights that education progressed from being informal to becoming universal and free for all. Key developments include the Spanish establishing religion-oriented schools for elites, Americans introducing education by English teachers to orient towards democracy, and the 1987 Constitution mandating quality education for all as a basic right.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
This document outlines the Enhanced Basic Education Act of 2013, which aims to develop productive citizens equipped with essential competencies through a reformed basic education system. Key points include:
- The basic education system will be restructured to include kindergarten, 6 years of elementary, 4 years of junior high and 2 years of senior high school.
- The DepED will formulate a new curriculum in coordination with stakeholders to ensure it is globally competitive, learner-centered, and responsive to diversity.
- Teachers will receive improved training, and non-education graduates will be allowed to teach subjects with shortages.
- Career guidance will be strengthened to help students choose career paths.
- Strateg
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
The document is the 1987 Constitution of the Philippines. It discusses provisions around education, science and technology, arts, culture, and sports. Some key points include:
- Establishing a free public education system and making elementary education compulsory
- Promoting quality education for all citizens and ensuring accessibility
- Developing science and technology to support national development
- Fostering preservation and evolution of Filipino national culture
- Recognizing the rights of indigenous communities to preserve their cultures
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
The 1991 Education Commission report found that the quality of Philippine education was declining due to insufficient funding and poor management. It revealed high dropout rates, especially in rural areas, as well as inadequate special education programs. The report recommended increasing efficiency and productivity of education spending and management. It proposed curriculum changes like increasing the number of school days and class time to address these issues.
R.A. 10533 Enhanced Basic Education Act of 2013MrsERivera
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
The Department of Education is the executive department of the Philippine government responsible for managing the country's basic education system. It oversees the primary and secondary school system and formulates educational policy. During the Spanish colonial period, education was primarily for the elite but was later liberalized and secularized through the 1863 Educational Decree. The Department of Education now aims to provide quality, equitable, and accessible basic education and lifelong learning.
The document discusses school administration and supervision. School administration involves planning, directing, organizing, and controlling resources in educational settings. It includes administering school personnel, finances, facilities, curriculum, guidance and discipline. School supervision refers to improving teaching and learning conditions by working with teachers and students. It requires leadership, interpersonal, and evaluation skills. The scope of supervision includes surveying the school system, improving instruction, training teachers, and researching teaching methods and conditions.
Kindergarten education act By Ryan Bermundoryan bermundo
The Kindergarten Education Act establishes mandatory and compulsory kindergarten education in the Philippines. It aims to provide equal opportunities for all 5-year old children to develop physically, socially, intellectually and emotionally to prepare them for elementary school. The mother tongue of the learner is the primary language of instruction, with exceptions made when resources are not available. The Department of Education is tasked with developing the curriculum and teacher training programs, and oversees the implementation of kindergarten education across public and private institutions.
The document discusses the evolution of Philippine education from pre-Spanish times through Japanese occupation and independence. It outlines the philosophies that guided education during different eras, including a focus on religion during Spanish colonization, orienting citizens towards democracy under American rule, and indoctrinating people under Japanese occupation. After independence, the constitution established principles of universal, free public education and educational autonomy. Recent efforts work towards Education for All goals through programs improving access, retention, and literacy.
The 1987 constitution of the republic of the philippines – article xivJerine Aina Lugami
The document summarizes Article XIV of the 1987 Constitution of the Philippines regarding education, science and technology, arts, culture, and sports. It outlines the state's responsibilities to: (1) establish and maintain a complete education system and make education accessible to all citizens; (2) provide free public education and support programs for students; (3) foster patriotism through education; and (4) prioritize education funding and protect teachers' rights. It also addresses language, science, arts, and requiring physical education and sports to develop citizens.
The education system in Singapore has developed over time based on the British system and emphasizes testing and excellence in subjects like science and math. It comprises primary school (6 years), secondary school (4-5 years), and post-secondary options like the polytechnic (3 years), junior college (2 years), or institute of technical education (2 years). The goals of the Singapore education system are to develop thinking skills, creativity, lifelong learning, excellence, social conscience, and leadership. It aims to provide students with well-rounded development in areas like character, skills, knowledge application, and an appreciation for Singapore.
The document outlines the governance structure and principles of the Philippine Department of Education (DepEd) based on Republic Act No. 9155. It establishes DepEd as the sole government agency responsible for governing basic education. DepEd is organized into a central office that oversees national administration and field offices that handle regional and local coordination. The act also transfers cultural agencies to DepEd and abolishes the Bureau of Physical Education and School Sports, transferring its functions to another commission.
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
1) Public education in the Philippines is largely based on the American schooling system from before comprehensive high schools were established in the US in the mid-20th century. The Philippine high school system has changed little since the country gained independence from the US in 1946.
2) The Philippine Constitution establishes education as a right for all citizens and mandates the state to establish, maintain, and support a complete education system from elementary through high school levels. Elementary education is compulsory.
3) The Constitution also requires the state to prioritize education spending and ensure teaching is an attractive profession through adequate pay and benefits to recruit and retain top talents.
The document discusses the philosophy of education in the Philippines from the pre-Spanish period to present. It covers the major eras and highlights that education progressed from being informal to becoming universal and free for all. Key developments include the Spanish establishing religion-oriented schools for elites, Americans introducing education by English teachers to orient towards democracy, and the 1987 Constitution mandating quality education for all as a basic right.
This document discusses the Presidential Decree No. 1006 which aims to professionalize teaching in the Philippines. Some key points:
- It declares a policy for teacher education to be of the highest quality and oriented towards Philippine conditions and needs.
- It recognizes the vital role of teachers in nation-building and aims to regulate the teaching profession to ensure qualitative standards are met amid rapid teacher recruitment.
- It creates the National Board for Teachers to oversee the qualification requirements and licensure examination for teaching applicants and certification of teachers.
The document discusses the history and issues with the Philippine education system and proposals to improve it through the "Philippine New Education Highway". It notes that in the 1990s, the Philippines spent less on education than neighboring countries. While enrollment was high, educational quality and outcomes were poor. Several commissions recommended coordinating the different education agencies and integrating education from preschool through college to address issues like disparities in access and poor teaching. This proposal to create a unified "Main Education Highway" framework became a priority to help the Philippines develop a skilled workforce and knowledge-based economy.
The documents outline the history and policies regarding compulsory education in the Philippines. Key points include:
- The 1935 Constitution first mandated compulsory education. Subsequent constitutions, laws, and decrees strengthened and expanded this mandate.
- Current law defines compulsory education as elementary through secondary levels. Students have a right and responsibility to receive free, quality public education.
- Parents have a legal duty to enroll their children in school or an approved alternative and ensure they complete compulsory education. Exceptions are allowed for health, distance, or indigence.
The document summarizes key Philippine laws related to education, including:
- The constitution establishes the right to quality education and mandates a free public education system.
- The Education Act of 1982 aims to achieve national development goals through education and establishes rights for students, parents, and teachers.
- The Higher Education Act of 1994 creates the Commission on Higher Education to protect academic freedom and accessibility to quality higher education.
This document outlines key provisions on education, science and technology, arts, culture, and sports from the 1987 Philippine Constitution's Article XIV. It establishes the state's duties to provide accessible quality education for all citizens, maintain a free public school system, and foster lifelong learning. It also covers the development and promotion of Filipino and other regional languages, state support for science and technology to drive national progress, and the preservation and evolution of Philippine cultural heritage and the arts.
The 1987 Constitution of the Republic of the Philippines – Article xivZephie Andrada
The document summarizes key provisions around education, science and technology, arts and culture, and sports contained in the 1987 Constitution of the Republic of the Philippines. It outlines the state's responsibilities to establish and support an accessible education system from elementary to higher education. It recognizes the roles of public and private institutions and promotes the use of Filipino as the national language. The state is also tasked with prioritizing research and development, protecting intellectual property, and fostering the arts and cultural heritage of the nation.
The document outlines the key provisions for education, science and technology, arts, culture and sports according to the 1987 Constitution of the Philippines. Some of the main points include:
- The state shall provide free and compulsory elementary education for all children and establish scholarships to make education accessible at all levels.
- Educational institutions shall teach patriotism, moral values and develop well-rounded citizens. Religion can be taught in public schools upon parental consent.
- The state shall foster the Filipino culture and arts, protect historic and cultural treasures, and ensure access to cultural opportunities.
- Filipino is the national language but English and regional languages can be used for official functions and instruction.
- Science
The UK education system is overseen by different government departments in each constituent country. In England, the Department for Children, Schools and Families and Department for Business, Innovation and Skills are responsible. Local authorities and school governing bodies administer schools. Compulsory education ranges from ages 5-16. The education system includes primary, secondary, further education, and higher education.
The document discusses the education system in the Philippines. It describes how education is managed by the Department of Education and outlines the historical development and structure of the education system from Spanish/American colonial rule to the present K-12 system. It also discusses the functions of education in society and the constitutional provisions related to basic education in the Philippines.
Special education is supported by a set of legal frameworks primarily in the United States, including the Individuals with Disabilities Education Act (IDEA), which ensures children with disabilities receive a free appropriate public education (FAPE) tailored to their needs, encompassing evaluations, Individualized Education Programs (IEPs), related services, and placements in the least restrictive environment (LRE). Additionally, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) prohibit discrimination and mandate accommodations for individuals with disabilities in federally funded programs and public life, respectively. The Family Educational Rights and Privacy Act (FERPA) protects the privacy of student education records, while state laws and regulations complement federal statutes by providing additional rights and guidelines for implementing special education services at the local level. Together, these legal bases establish the rights of students with disabilities to equal access to educational opportunities and promote inclusive practices in schools.
Legal bases of the Philippine Education Systemriziapot
This document summarizes several acts and laws related to education in the Philippines:
- It outlines laws establishing educational authorities and governance structures at the national, regional, division, and school levels. Key acts addressed education standards, teacher qualifications, and tuition regulation.
- Other acts addressed cultural preservation, establishing historical sites, and supporting the publishing industry. Laws were passed to protect students' rights and regulate extracurricular activities.
- The document also describes orders implementing bilingual education, prescribing Filipino course requirements, and setting guidelines for selecting honor students. National achievement tests were mandated by some ordinances.
The document discusses three types of education: formal, informal, and non-formal education. Formal education typically takes place in schools and involves licensed teachers, a set curriculum, and learning subjects like math, science, and arts. Informal education refers to learning from things like books and websites without a teacher or school. Non-formal education involves learning skills not taught in school, like literacy or job skills, through means like distance learning or home education. Both informal and non-formal education can involve books, online learning, and acquiring new skills and knowledge.
The document summarizes Article XIV of the 1987 Philippine Constitution which covers provisions around education, science and technology, arts and culture, and sports. Some key points include:
- The state shall provide access to quality education for all citizens and establish a free public education system for elementary and high school.
- Educational institutions shall promote patriotism, ethics, and develop students' moral character. Religion can be taught in public schools if parents request it.
- The national language is Filipino and the state shall promote its use and development, while English and regional languages also have official roles.
- The state prioritizes science and technology education to support national development, and shall regulate technology transfer and promote
The document discusses several proposed bills in the Philippine House of Representatives that aim to reform and improve the country's higher education system. It outlines proposed legislation related to open and distance learning, ladderized education, teacher training, the University of the Philippines charter, student assistance programs, English as a medium of instruction, and promoting education in science and technology. The overall goal is to help make quality higher education more accessible, affordable, and globally competitive.
Present Problem of Philippines Educational System.pdfBorbeAnaliza
The document discusses problems with the Philippine educational system. It notes that the system has been heavily influenced by its colonial history under Spanish, American, and Japanese rule. Key issues it faces include affordability, as disadvantaged families have high dropout rates, and a mismatch between education and jobs available. This has led to large numbers of educated unemployed and underemployed individuals. Additionally, the country faces ongoing brain drain as many educated Filipinos go abroad for work, subsidizing other nations' economies. Proper implementation of reforms has also been a challenge for improving the system.
The major legal bases of the Philippine educational system are outlined in the 1987 Constitution and Batas Pambansa Blg. 232 (The Education Act of 1982). The Constitution establishes the state's role in providing free and accessible quality education for all citizens. It mandates a complete educational system and compulsory elementary education. The Education Act of 1982 provides further protections for students' and teachers' rights and helps maintain educational quality and standards. Other important laws that shaped the Philippine educational system include the 1935 and 1973 Constitutions, various acts establishing government bodies to oversee education, and laws promoting free public secondary education and the teaching of patriotism.
Narrative Report on Children's Month 2021.pdfwena henorga
The document discusses Dulangan National High School's observance of National Children's Month in November. It aims to stimulate advocacy and public awareness on upholding children's rights amid COVID-19 by intensifying knowledge of children's rights, promoting child-friendly environments, providing discourse on children's issues, empowering children, and equipping duty-bearers. Some activities discussed include a feeding program that provided meals to 46 children and selling affordable vegetables from the school garden. The school utilized various media to educate the public and adhered to health protocols during activities.
This document summarizes several laws related to students and education in the Philippines. It discusses laws that established compulsory elementary education, regulated tuition increases and medical inspections in private schools, provided state scholarships for gifted students, and prohibited certain collections from public school students. It also describes the presidential decree that implemented a national college entrance exam to regulate admissions to degree programs.
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
4. Philippines England
THE 1987 CONSTITUTIONS Article
XIV
Section 1. The state shall protect
and promote the right of all the
citizens to quality education at all
levels and shall take appropriate
steps to make such education
accessible to all.
The right to education in the
United Kingdom (England and
Wales) is provided for in Schedule
1, First Protocol, Article 2 of the
Human Rights Act 1998, which
provides as follows:
No person shall be denied the
right to education. In the exercise
of any functions which it assumes
in relation to education and to
teaching, the State shall respect
the right of parents to ensure such
education and teaching in
conformity with their own religious
and philosophical convictions.
5. Philippines England
REPUBLIC ACT NO. 9155 AN ACT
INSTITUTING A FRAME WORK OF
GOVERNANCE FOR BASIC
EDUCATION, ESTABLISHING
AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF
EDUCATION, CULTURE AND SPORTS
AS THE DEPARTMENT OF
EDUCATION, AND FOR OTHE R
PURPOSES
It is hereby declared the policy of the
State to protect and promote the
right of all citizens to quality
basic education and to make
such education accessible to all by
providing all Filipino children a free
and compulsory education in the
elementary level and
free education in the high school
level.
Compulsory Education in England and Wales
Education Act 1996 places a legal duty on the
parent or guardian of a child aged five to sixteen
years , to ensure that the child attends and
receives full-time education, either in a
traditional school or by any other means that is
appropriate for their age, ability, and aptitude,
taking into account any special needs they may
have. The Act makes it a criminal offense for
parents or guardians to take their child out of
school without authorization from the school,
and an offense for parents who are aware that
their child is failing to attend school to not take
reasonable action to ensure that the child
attends. The offense of failing to ensure regular
attendance at school is punishable by up to three
months’ imprisonment and/or a fine of up to
£1,000 . There are a number of statutory
defences to these offenses, such as the student’s
illness, absences that are authorized by the
school, or home-schooling the student.
6. Philippines England
REPUBLIC ACT NO. 9155 AN ACT
INSTITUTING A FRAME WORK OF
GOVERNANCE FOR BASIC
EDUCATION, ESTABLISHING
AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF
EDUCATION, CULTURE AND SPORTS
AS THE DEPARTMENT OF
EDUCATION, AND FOR OTHE R
PURPOSES
It is hereby declared the policy of the
State to protect and promote the
right of all citizens to quality
basic education and to make
such education accessible to all by
providing all Filipino children a free
and compulsory education in the
elementary level and
free education in the high school
level.
Compulsory Education in England and Wales
Education Act 1996 places a legal duty on the
parent or guardian of a child aged five to sixteen
years , to ensure that the child attends and
receives full-time education, either in a
traditional school or by any other means that is
appropriate for their age, ability, and aptitude,
taking into account any special needs they may
have. The Act makes it a criminal offense for
parents or guardians to take their child out of
school without authorization from the school,
and an offense for parents who are aware that
their child is failing to attend school to not take
reasonable action to ensure that the child
attends. The offense of failing to ensure regular
attendance at school is punishable by up to three
months’ imprisonment and/or a fine of up to
£1,000 . There are a number of statutory
defences to these offenses, such as the student’s
illness, absences that are authorized by the
school, or home-schooling the student.
7. Philippines England
Republic Act No. 6728 June 10, 1989
Amended by RA 8545
AN ACT PROVIDING GOVERNMENT
ASSISTANCE TO STUDENTS AND TEACHERS
IN PRIVATE EDUCATION, AND
APPROPRIATING FUNDS THEREFOR
Section 11. Education Loan Fund. - (a)
"Study Now, Pay Later Plan". There is hereby
created a special fund to be known as the
Students' Loan Fund to be administered by
the Department of Education, Culture and
Sports, or upon delegation by the
Department, by the Student Loan Fund
Authority created under Republic Act No.
6014 which is hereby reinstituted pursuant
to the terms of the same Republic Act which
shall be used to finance educational loans to
cover matriculation and other school fees
and educational expenses for book,
subsistence and board and lodging.
Student loans and grants in the United
Kingdom are primarily provided by
the government through the Student Loans
Company (SLC), a non-departmental public
body. The SLC is responsible for Student Finance
England and is a delivery partner of Student
Finance Wales and Student Finance NI.
The Student Awards Agency for
Scotland assesses applications in Scotland.
Most undergraduate university students
resident in the United Kingdom are eligible for
student loans. In addition, some students
on teacher training courses may also apply for
loans. Student loans are also being rolled out,
starting 2016/17, to postgraduate students who
study a taught Masters, research or Doctoral
course.
8. Philippines England
THE 1987 CONSTITUTIONS Article XIV
Section 3.
All educational institutions shall include the
study of the Constitution as part of the
curricula.
They shall inculcate patriotism and
nationalism, foster love of humanity, respect
for human rights, appreciation of the role of
national heroes in the historical development
of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual
values, develop moral character and personal
discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge and promote efficiency.
At the option expressed in writing by the
parent or guardians, religion shall be allowed
to be taught to their children or wards in the
public elementary and high schools within the
regular class hours by instructors designated or
approved by the religious authorities of the
religion to which the children or wards belong,
The right to education reflected in the Human
Rights Act—in particular the provision stating
that the “State shall respect the right of
parents to ensure such education and
teaching in conformity with their own
religious and philosophical convictions”—
was relied upon in part in a judicial review case
where teachers and parents of an independent
Christian school argued that the prohibition on
corporal punishment in schools violated this
right, as they fundamentally believed that the
duty of education included the administration
of corporal punishment to children who were
disobedient. The High Court, Court of Appeal,
and House of Lords, which was the highest
court in the land at the time of the decision, all
held that the law prohibiting corporal
punishment was a “legitimate and
proportionate limitation on the practice of
parents’ religious beliefs.”
9. Philippines England
THE PHILIPPINE DEPED-ACCREDITED
PROGRAM
Homeschool of Asia Pacific (HAP)
FEATURES:
– For Preschool and Elementary Only
– With Manual How To Start
Homeschooling
– Digital and/or Printed Lessons
– On-call Parent
training/consultation/coaching
– Enrollment in a Deped-recognized
Christian school in Cavite
– One level per year only
– Academic records issued by our affiliate
Deped-recognized school in Cavite after
completing one level
– Automatic Acceptance in Philippine
schools if transferring
– Enrollment fee is Php 75,000 (in
Philippine Pesos)
The age at which a student may choose to stop
education is commonly known as the "leaving age"
for compulsory education. This age was raised to
18 by the Education and Skills Act 2008; the
change took effect in 2013 for 16-year-olds and
2015 for 17-year-olds. From this time, the school
leaving age (which remains 16) and the education
leaving age (which is now 18) have been
separated. State-provided schooling and sixth-
form education are paid for by taxes.
All children in England must currently therefore
receive an effective education (at school or
otherwise) from the first "prescribed day", which
falls on or after their fifth birthday until their 18th
birthday, and must remain in school until the last
Friday in June of the school year in which they turn
16. The education leaving age was raised in 2013
to the year in which they turn 17 and in 2015 to
their 18th birthday for those born on or after 1
September 1997. The prescribed days are 31
August, 31 December and 31 March. The school
year begins on 1 September (or 1 August if a term
10. Philippines England
REPUBLIC ACT No. 10533
AN ACT ENHANCING THE PHILIPPINE
BASIC EDUCATION SYSTEM BY
STRENGTHENING ITS CURRICULUM AND
INCREASING THE NUMBER OF YEARS FOR
BASIC EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER
PURPOSES
12. England
The UK’s role The UK has played a crucial role in supporting the
progress achieved thus far. It has championed the importance
of education at the highest level, is a leading donor to
education and is publicly committed to improving aid to the
sector.
‘Education for All: a call for UK action’ sets out what the UK
should do to play its part, both alone and in collaboration with
other development partners to help secure the right to
education for the millions of children, young people and
adults around the world who still haven’t been given the
opportunity to learn.
Source: Education for All: A Call for UK Action
13. England
As one of the richest countries in the world playing
a powerful role in international affairs, the UK has a
particular responsibility to promote justice and
equality.
The UK’s approach to helping secure education
internationally should be based on the following
principles:
Education is a right
Education must be comprehensive
Civil society is critical to educational progress
Education for All must mean all
Keeping our promises- The UK must keep its promises
to poor people and poor countries embodied in its
international development agreements in general and
its financial commitments to education in particular.
14. Philippines
What is EFA 2015 Plan?
The Philippine Education For All (EFA) 2015
is a vision and a holistic program of reforms
that aims at improving the quality of basic
education for every Filipino by 2015.
15. Philippines
Overall Goals & Objectives of Philippine EFA 2015
• Universal coverage of Out of School Youth (OSY)
and adults in the provision of basic leraning
needs;
• Universal school participation and elimination of
drop outs and repetition in firsts three grades;
• Universal completion of full cycle of basic
education schooling with satisfactory
achievement levels by all at every grade or year;
• Total community commitment to attainment of
basic education competencies for all.
16. Philippines
Real Dimensions of EFA
• EFA aims to provide basic competencies to everyone to achieve
functional literacy for all. The four components outcomes to
achieve EFA goals are as follows:
• Universal coverage of out-of-school youths and adults in the
provision of basic learning needs. All persons who failed to acquire
the essential competence to be functionally literate in their native
tongue, in Filipino, and in English.
• Universal school participation and elimination of drop-outs and
repetition in first three grades. All children aged six should enter
school ready to learn and prepared to achieve the required
competencies for Grades 1 to 3.
• Universal completion of the full cycle of basic education schooling
with satisfactory achievement levels by all at every grade or year.
• Total community commitment to attainment of basic education
competencies for all: Every community should mobilize all its social,
political, cultural and economic resources and capabilities to
support the universal attainment of basic education competencies
in Filipino and English.
17. Philippines
Nine Urgent and Critical Tasks
• Make every school continuously improve its performance.
• Expand early childhood care and development coverage to yield
more EFA benefits.
• Transform existing non-formal and informal learning options into a
truly viable alternative learning system yielding more EFA benefits;
• Get all teachers to continuously improve their teaching practices.
• Increase the cycle of schooling to reach 12 years of formal basic
education.
• Continue enrichment of curriculum development in the context of
pillars of new functional literacy;
• Provide adequate and stable public funding for country-wide
attainment of EFA goals;
• Create network of community- based groups for local attainment of
EFA goals; Monitor progress in effort towards attainment of EFA
goals.
18. Philippines
LARGER STAKES TO THE NATION
• Language. Education for all should enable everyone to
speak in the vernacular, Filipino and English.
• National Identity. Education should not only develop
critical thinking, but also enlarge horizons and inspire self
reflection and hope in every generation.
• Social capital. Education for all builds social capital. It
makes possible the achievement of certain ends that would
not otherwise be attainable in its absence.
• Cultural practices. Cultural values can be a highly
productive component of social capital, allowing
communities and the whole country to efficiently restrain
opportunism and resolve problems of collective action such
as individual refusal to serve the public good, etc.
• Individual freedom. Education for all is really about
assuring the capacity to fully exercise freedom by all.
Source: Philippine Education for All (EFA) National Action Plan 2015
21. Administration: England
The Department for Education is responsible
for children’s services and education, including
higher and further education policy,
apprenticeships and wider skills in England. The
department is also home to the Government
Equalities Office. We work to provide children’s
services and education that ensure opportunity is
equal for all, no matter what their background or
family circumstances.
22. Administration: England
Responsibilities
• We are responsible for:
• teaching and learning for children in the early
years and in primary schools
• teaching and learning for young people under the
age of 19 years in secondary schools and in
further education
• supporting professionals who work with children
and young people
• helping disadvantaged children and young people
to achieve more
• making sure that local services protect and
support children
23. Administration: England
Our priorities
• Safety and wellbeing: all children and young people are
protected from harm and vulnerable children are
supported to succeed with opportunities as good as
those for any other child.
• Educational excellence everywhere: every child and
young person can access high-quality provision,
achieving to the best of his or her ability regardless of
location, attainment and background.
• Prepared for adult life: all 19-year-olds complete school
or college with the skills and character to contribute to
the UK’s society and economy and are able to access
high-quality work or study options.
24. Administration: England
Who we are
• We are a ministerial department supported
by 17 agencies and public bodies.
• Our staff are based at our ministerial offices in
London and in a number of other locations
around England. We work closely with
national and local agencies who look after
children, with local authorities, and with the
professionals who work in schools, children’s
services and health services.
26. Finance: England
Local authorities receive their schools’ funding
through a dedicated schools grant (DSG), a ring-
fenced grant paid by the Department for Education.
It is for each local authority to distribute funding –
in consultation with a local schools forum – to its
schools, using its locally agreed formula.
It is up to schools’ governing bodies to decide how
to spend their available resources. The local
formula can use any number of 13 formula factors,
including proxies of special educational needs (SEN)
such as low prior attainment.
The DSG provides most funding for special
educational needs provision in schools.
27. Finance: England
• Local authorities, in consultation with their schools
forums, decide how much money will be retained
centrally within their schools’ budget for expenditure on
items such as independent special school fees, SEN
support services and money for individual pupils with
high-level needs.
• Local authorities also decide how much will be delegated
to schools, and this includes a budget that schools can use
to provide additional support to children with SEN.
• Most schools are given enough funding to provide
additional SEN support that costs up to GBP 6,000 per
year, and local authorities can give them extra funding if
they have a disproportionate number of pupils with SEN.
• It is for governors and head teachers to decide how their
school’s delegated funding will be used to provide
additional SEN support for their pupils.
28. Finance: England
• Special schools and units get GBP 10,000 per
place and school sixth forms and colleges get
slightly more.
• The local authority provides top-up funding
for pupils and students with high needs, in
special schools and specialist colleges as well
as mainstream schools and colleges, to meet
the costs of additional support in excess of
these thresholds. This high needs funding
system extends to students up to the age of
24.
29. Finance: England
An unequal distribution
The latest data shows substantial differences in how much schools in different parts of the
country are able to spend per pupil.
33. Central Office Organizational Structure
Overview of the organizational structure of the Department's Central Office.
DepEd Order No. 5, s. 2015.
34. •Office of the Secretary -The Office of the Secretary (OSec) provides overall leadership
and direction at the national level. Attached and support agencies to DepEd are included
under the OSec.
•Curriculum and Instruction- This strand ensures that the organization focuses on the
delivery of a relevant, responsive, and effective basic education curriculum around which
all other strands and offices provide support.
•Strategic Management-This strand enables the organization to focus on long-term
directions and interface with the internal and external environment and stakeholders.
•Governance and Operations-This strand ensures the capacity of the organization to
continuously improve and be strategic in managing the environment for which “teaching
and learning” takes place.
In accordance with RA 9155, the Secretary of Education delegates the
supervision of field offices (regional and schools division offices) to the Undersecretary
for Governance and Operations.
1. The Office of the Regional Director provides leadership and management of
the Department’s mandate at the regional level; and
2. The Office of the Schools Division Superintendent provides local management
and administration of the Department’s mandate at the schools division level.
•Legal and Legislative Affairs-This strand enhances capacity of the organization to deal
with legal matters and to be proactive in moving forward its legislative agenda.
•Finance and Administration-This strand ensures the efficiency to support the
organization as a whole to focus on its core business and thus attain its targets through
the provision of finance and administrative services.
35. Finance: DepED
DepEd receives P543.2B in 2017 national budget
The education department's increased budget will fund teachers' salaries, improve basic
educational facilities, purchase instructional materials, and give financial assistance to
students
•The figure represents an increase of 25% from last year's funding of P433.38 billion ($8.75
billion). It is the biggest allocation among all executive departments in the 2017 General
Appropriations Act (GAA).
•Some P19.4 billion ($391.8 million) will go to salaries. According to the Department of
Budget and Management (DBM), this will allow the DepEd to open 53,831 teaching
positions and 13,280 non-teaching posts.
•To address the backlog in facilities, P118.8 billion ($2.4 billion) will be used for
construction, repair, and acquiring basic educational needs. It includes 47,492 classrooms
and 66,492 sets of school seats for the K-12 program.
•The DepEd's budget will also make additional learning resources available. The
department will purchase 55 million textbooks and instructional materials, as well as
equipment for science and mathematics for 5,449 schools.
•Partnerships with private institutions to deliver basic education received considerable
funding in this year's budget. The Government Assistance to Students and Teachers in
Private Education (GASTPE) program will receive P35.8 billion ($722.95 million), granting
financial assistance to over 2.6 million beneficiaries.
36. Finance: DepED
•The bulk of GASTPE's funds will go to the Voucher Program for private senior
high schools while the rest will support the Education Service Contracting of the
department for those in junior high school and technical-vocational and
livelihood specializations.
•According to statistics, kindergarten net enrolment rates are expected to jump
from 53% to 72%; for elementary, this will rise from 90% to 94%. Enrolment rates
in junior high school see an increase from 68% to 73%, with better
implementation of the K to 12 program.
•Dubbed "Budget for Real Change," the Duterte administration's first national
budget amounts to P3.35 trillion ($67.61 billion). It is 11.6% higher than the 2016
budget and represents 21% of the projected gross domestic product (GDP) for
2017.
•The 2017 budget also increased allocation for infrastructure, free education for
SUCs, universal healthcare, and free irrigation for farmers, among others
39. The Office of the Chairperson (and Commissioners) shall provide
overall policy and operational direction to all CHED Offices. It shall
principally be responsible for the optimization of social, institutional and
individual returns and benefits derived from the conscientious allocation,
utilization and accountability of its funds and resources, following the
tenets of efficiency and effectiveness; quality and excellence; relevance
and responsiveness; and access and equity. Specifically, this Office :
• Serves as the source of overall direction and guidance to the Commission;
• Formulates policies, standards, plans and programs for the development
and reform of Philippine higher education in a globalized context;
• Formulates policies and guidelines on the generation and allocation of
funds for higher education, and recommends to the Department of
Budget and Management (DBM) the budget of public institutions of higher
learning;
• Deliberates on and resolves critical issues affecting higher education;
• Chairs the Governing Boards of SUCs and through this role ensures that
CHED’s reform initiatives take root in the SUCs; and
• Represents CHED in meetings with the legislative and executive branches
of government
40. Intended to make CHED more readily responsive to the needs of its constituencies, especially
the higher education institutions and their development programs, the Higher Education
Development Fund was envisioned to be an autonomous buffer fund that can support CHED’s fiscal
independence and adequacy. Along with its efficient personnel, the Higher Education Development
Fund Staff (HEDFS) has the following functions :
• Formulates and implements policies and guidelines for fund generation, fund allocation and fund
utilization;
• Conducts fund generation activities;
• Manages and monitors the utilization of HEDF funds;
• Ensures the equitable utilization of funds according to regions and programs, when applicable;
• Ensures fast and accurate application and implementation of Government Accounting Systems and
Procedures;
• Mobilizes and sources out resources from donations, gifts, and other conveyances including
materials, equipment, properties and services by gratuitous title that will enable the sustainability
of the Fund;
• Engages in financing and investment operations in the financial, securities and banking sector to
generate income for its fund corpus by authorizing an investment and fund managers;
• Formulates an annual investments plan and a financing program with plans, programs and projects
recommended by the Commission for the approval of the Trust Fund Governing Board; and
• Reviews fund and investments management rules and guidelines as may be necessary and review
these periodically in order to optimize the fund utilization while achieving the educational
development priorities of the
• Commission for the approval of the Trust Fund Governing Board.
41. The International Affairs Staff (IAS) is the high-level technical Secretariat that
ably assists the CHED Chairperson in the implementation of education matters
involving other countries and international education organizations. This unit shall be
responsible for coordinating and harmonizing, on behalf of the Chair and/or the
Executive Director, all the international dimensions of CHED work that emanate from
the respective mandates of the Commission’s organic units. With three (3) units, the
Educational Agreements & International Recognition Unit, Trade in Education Services
Unit, and the Protocol Affairs Unit, the IAS has the following general functions :
• Serves as the clearing house for all bilateral and multilateral academic agreements
services, exchanges, international recognition of degrees and qualifications and policy
coordination on the inflow and outflows of international students and services
(transnational education);
• Serves eventually as clearing house of information on education policy, systems,
curriculum development, educational governance and education materials as well as
information on the comparability of higher education programs, degrees, diplomas in
other countries, on the one hand, and as source of similar information on the
Philippines (in cooperation with the OPRAK and the OPSD);
• Provides protocol assistance to all officials and staff of the Commission and requesting
HEIs;
• Assists concerned organic units of the Commission in the coordination of official
development assistance (ODA) from both bilateral and multilateral sources and in all
matters of trade of educational services;
42. The Office of the Executive Director consists of the Executive Director, the Deputy
Executive Director, and the staff. It serves as head of the Commission Secretariat, and
is charged with overseeing the overall implementation and operations of the CHED
Central and Regional Offices. Pivotal to the successful implementation of the higher
education reform agenda, this Office:
• Serves as clearinghouse for all communications received from internal and external
sources;
• Coordinates the agenda items and provides secretariat support to the Chairperson, in
collaboration with the commission secretary in the preparation and documentation of
the following major meetings: Commission En Banc (CEB); Management Committee
(ManCom); and the Quarterly National Directorate;
• Closely monitors all central and regional offices, making sure that all units are
pursuing a common road map, consistent with the Commission’s reform agenda and
strategic plan;
• Implements and monitors the compliance of Central and Regional Offices with all CEB
decisions and directives; and
• Provides advice to, and directs or assists CHED clients in addressing their various
public service demands/needs.
43. • The Administrative, Financial and Management Service (AFMS) provides the
core of CHED’s operational service requirements covering human resource
management, budgetary allocations, accounting and audit procedure, record-
keeping functions, and general services, and is tasked to effectively provide
the critical support system for the aforementioned operational, financial and
administrative requirements. The diverse magnitude and complex aspects of
personnel and funds management require the presence of four (4) divisions,
namely: the Budget Division, the Accounting Division, the Human Resource
Management Division (2 Units), and the General Services Division (4 Units) :
• Maintains, improves, refurbishes, and modernizes CHED physical facilities;
and
• Supervises other Contract Services which are handled by private agencies
through outsourcing, such as janitorial services, security , elevator
maintenance, medical and dental, communication services, and other
maintenance service necessary.
44. The Legal and Legislative Service (LLS) is the Commission’s
prime office to provide the range of legal and legislative services
to support its thrust in becoming a world-class agency fully
capable of catapulting the country’s Higher Education Agenda in
the regional and global sphere. It is principally responsible for
investigating complaints on non-compliant programs of HEIs,
effectively implementing the sanctions imposed by the
Commission en Banc (e.g. phase-out, closure, downgrading of
status, imposition of fines, among others) pursuant to its
mandate under RA 7722, and provide a mechanism for effective
mediation services on numerous and myriad complaints
regarding academic and other issues brought before the
Commission. Under this office are two (2) Divisions: the
Investigation and Enforcement Division, and the Legislative
Liaison and Mediation Office
45. • Serving as the Commission’s development planning body and chief policy formulator in the area of
higher education, the Office of Planning, Research and Knowledge Management (OPRKM) :
• Directs and issues guidelines for the formulation of sector-wide and CHED-wide policies, plans, and
development initiatives, and consolidates them for Commission approval and endorsement to
the National Economic and Development Authority in case of sector-wide plans and policies;
• Establishes the allocation parameters, framework/guidelines for allocating SUC budget and
coordinates their application in the allocation of the budget of SUCs, and consolidate the results;
• Develops criteria and systems for allocating HEDF and other public investment resources;
• Directs and manages the formulation of higher education R&D agenda and monitors and evaluates
its implementation;
• Determines and provides the research infrastructure and enabling policies and initiatives;
• Oversees major research projects for which CHED is accountable;
• Promotes the utilization of research outputs within the framework of Intellectual Property policies;
• Generates, processes, and analyzes higher education related date/information for policy
formulation, planning, program development and serving the information needs of stakeholders;
• Conducts or outsources research with significant policy inputs for CHED;
• Provides overall direction in the development, implementation and maintenance of packaging
information, network systems, information systems, databases, and electronic dissemination of
information, and client support services supportive to the attainment of the Vision, Mission, and
Goals of the CHED; and
• Packages and disseminates in a timely manner relevant higher education and R&D data and
information.
• There are three (3) Divisions under the OPRKM: the Planning and Resource Management Division (3
sections); the Research Management Division; and the Knowledge Management Division
46. Primarily in-charge of the enhancement of
program quality and standards; the development
of corresponding policy guidelines; and the
achievement of transparency, accountability,
expediency and integrity in the formulation and
enforcement of PSGs, the Office of Programs and
Standards Development (OPSD) has three (3)
Divisions: the Programs Development Division,
the Standards Development Division, and the
Non-Conventional Higher Education Programs
Division
47. The Office of Institutional Quality Assurance and Governance (OIQAG) focuses on issues
of quality assurance, governance and the coordination of higher education institutions.
Generally, it has the following functions :
• Assists and monitors quality management and governance initiatives of HEIs;
• Promotes the strengthening of HEIs’ productivity capabilities;
• Supports HEIs’ innovations for productivity improvement;
• Formulates and supports the implementation of institutional policies and guidelines on
quality assurance and governance;
• Assesses, coordinates with, and supports the HEIs’ vertical development per their
horizontal typology;
• Assesses, coordinates with, and supports public HEIs in their status and functioning as
amalgamated or merged institutions;
• Coordinates with, and supports HEIs in their plans to establish consortia, twinning,
partnerships, linkages between and among themselves and with foreign HEIs; and
• Advocates sustained promotion for continuing quality improvement and transparent
responsible institutional governance.
• Two Divisions are: Institutional Governance Division and Quality Assurance Division
48. Primarily mandated to bring about an expanded and enhanced
career and life opportunities for students, in line with the
Constitutional provision on the “vital role of the youth in nation
building; the promotion of and protection of their physical, moral,
spiritual, intellectual, and social well-being as well as the
inculcation of patriotism, nationalism and encouragement of their
involvement in public and civic affairs”, the Office of Student
Development and Services (OSDS)has the following mandates :
• In terms of policy, program development and technical assistance
• For monitoring and evaluation
• In line with student development and services information
system:
• For program advocacy:
• With these responsibilities, the OSDS has two (2) Divisions:
the Local Student Affairs Division(with 2 units), and
the International Student Affairs Division
49. The Regional Offices are the dynamic and empowered
frontline organic units of CHED that adhere to the highest
principles of good governance, accountability, transparency and
efficient service to the stakeholders of higher education. With the
most crucial role the CHEDRO’s play in the implementation of the
policies and programs of the Commission and in higher education
reform.
50. 2017 budget: CHED gets P8.3B for free tuition
in SUCs
Finance: DepED